Selection Into Advanced Courses in Middle and High School Among Low-Income, Ethnically Diverse Youth

Abstract

This study assesses the excellence gap by examining those who enroll in advanced, honors, and advanced placement (AP) classes among a low-income and a majority-Latinx population. Prospective longitudinal data come from a diverse, urban sample (N = 32,885) where 82.2% of the students received free or reduced price lunch. We examined numerous predictors (i.e., demographics, school readiness skills, prior academic competence) for eventual enrollment in an advanced course (middle school advanced, honors in middle and high school, and AP courses in high school) via multivariate logistic regression analyses. Results suggest that demographic factors (socioeconomic status, ethnicity, English-language learner status) often played a smaller role in advanced course enrollment after controlling for school-entry skills and prior academic competence with the exception of AP courses, where demographic effects persisted. Implications include targeted early intervention to get qualified students in poverty enrolled in academically advanced courses.